an analysis of lexical cohesion in document of the textbook of english for geology = phân tích liên kết từ vựng sử dụng trong những tài liệu của giáo trình tiếng anh chuyên ngành địa chất

iv TABLE OF CONTENTS CANDIDATE’S STATEMENT i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES viii ABBREVIATIONS viii PART A: INTRODUCTION Error! Bookmark not defined Rationale Error! Bookmark not defined Scope of the study Aims of the study Methods of the study .2 Design of the study PART B: DEVELOPMENT Chapter 1: THEORETICAL BACKGROUND 1.1 Background knowledge of English for specific purposes (ESP) 1.1.1 Concept of ESP and its characteristics 1.1.2 English for geology (EG) 1.2 Cohesion and Coherence 1.2.1 Concept of cohesion 1.2.2 Cohesion vs Coherence 1.2.3 Main types of Cohesion 1.2.3.1 Grammatical cohesion 1.2.3.2 Lexical cohesion Chapter 2: LEXICAL COHESIVE DEVICES ANALYZED IN “ESP TEXTBOOK IN DEPARTMENT OF MINERAL RESOURCES” 11 v 2.1 General description of EG text 11 2.1.1 Definition of EG .11 2.1.2 Some features of EG 11 2.2 Cohesion and structure of each unit in EG textbook 11 2.2.1 Text 12 2.2.2 Diagram and figure 12 2.2.3 Vocabulary 12 2.3 Lexical cohesion 12 2.3.1 Reiteration 12 2.3.1.1 Repetition 13 a Repetition of Nouns/ Noun Phrases 14 b Repetition of different parts of speech 16 2.3.1.2 Synonym 17 2.3.1.3 Antonym 20 2.3.1.4 Super-ordinate 22 2.3.2 Collocation 23 Chapter 3: MAJOR FINDINGS AND IMPLICATIONS FOR TEACHING EG EFFECTIVELY 25 3.1 Findings 25 3.1.1 The features of EG texts 25 3.1.2 Lexical cohesion used in EG texts 25 3.1.3 Survey questionnaires 26 3.1.3.1 Teachers and students’ knowledge of ESP especially EG .27 3.1.3.2 Teachers and students’ awareness to LCD in texts of EG .30 3.1.3.3.Teachers and students’ targets and present situation 32 3.1.3.4 Problems in teaching and learning EG 33 vi a Difficulties of teachers in teaching EG 33 b Difficulties of students in learning EG 34 3.2 IMPLICATIONS FOR TEACHING EG EFFECTIVELY 35 3.2.1 Teachers 35 3.2.2 Learners 37 3.2.3 Materials 37 PART C: CONCLUSION 39 Suggestions for further study 39 REFERENCES 41 APPENDIX I APPENDIX III APPENDIX V APPENDIX X vii LIST OF TABLES IN THE STUDY List Page Table 2.1: frequency of occurrence of lexical cohesive devices(LCD) 13 Table 2.2: Occurrence of types of repetition 14 Table 2.3: Summary of the repeated words as topics or mainpoints 15 Table 2.4: Examples of repeated Nouns/Noun phrases as terminologies 16 Table 2.5: Frequency of presence of Synonyms in texts 18 Table 2.6: Examples of Synonyms used in texts 19 Table 2.7: Frequency of presence of Antonyms in texts 21 Table 2.8: Examples of super-ordinate found in texts 23 Table 2.9: Frequency of presence of collocation in texts 24 Table 3.1 Indispensable features of EG 28 Table 3.2 Ts and Ss’ focuses on teaching and learning EG 28 Table 3.3 The time teachers clarify terminologies 29 Table 3.4 The time Students study terminologies 29 Table 3.5 Ss’choosing means to know terminologies’ meaning 30 Table 3.6 Role of LCD in EG materials 30 Table 3.7 Awareness to LCD 31 Table 3.8 Ss’ awareness to Appearance of LCD 31 Table 3.9 Ss’ target of studying EG 32 Table 3.10 Ts’ wishing Ss to after EG course 32 Table 3.11 Ts and Ss’ awareness to Appearance of LCD 33 Table 3.12 Teachers’ difficulties in teaaching EG 34 Table 3.13 Ts’ Reasons to be a teacher of EG 34 Table 3.14 Difficulties of students in learning EG 35 viii Abbreviations in the study FG Functional Grammar ESP English for Specific Purposes LCD Lexical Cohesive Devices DMR, FG Department of Mineral Resources, Faculty of Geology, University of of UMG Mining & Geology -1Part A: Introduction Rationale of the study This dissertation emphasizes the LCD as one prominent feature of FG which are really worthfocusing when they are put in ESP texts It is reasonable that this study will cover a number of concepts (ESP, EG, Cohesion, Coherence, Cohesive Devices, LCD) within the single constrained knowledge This work established clearly-defined links between linguistics and science Moreover, since the geological advances which make it possible to this owe a great deal to this work, the transition from generative grammar to functional grammar can be comparatively straightforward one Although the author has not attempted to deal exhaustedly with all the problems of teaching and studying EG, the current work covers those issues which partly contribute to enhance the present situation In particular, a lot of Vietnamese who speak English as the second language have paid heed to both General English and English for Specific Purposes; And ESP, nowadays, is really taken notice more and more One of ESP subjects is English for Geology (EG) which is a significant component of science and a necessary means to learn the knowledge of human beings about science including Geology As with other branches of human knowledge, in education, educationists usually experience the problem of students after graduation According to the result of a survey done by students K44, K45, K46, K47 and K48 of Psychology, Information-library and Linguistics departments of Ha Noi National University, College of Social Science and Humanity in Feb, 2009, only 41.9% graduate students work in accordance with what they were trained after one year, 18.8% not, 1.8% are unemployed, and 1.8% study post graduate It is said that most of the students study impractically, they try to pass the exams and graduate, even they have to be retrained the major before applying on the real work Therefore, to non-major English students, most of the geological students cannot certainly apply English especially EG on work well after graduating Generally speaking, it takes time to be retrained in order that they are able to transfer the theory into practice This sets out a question: How to make the knowledge of ESP become practical? Being aware of the necessity of studying EG in Department of Mineral Resources, Faculty of Geology, University of Mining & Geology(DMR, FG of UMG) , EG is arranged to be a compulsory subject, however, it seems to be nightmare to most of students due to many reasons which are from the different aspects like materials, textbook designs, syllabi, facilities, ect Encountering the same situation, University of Mining & Geology -1- -2also expects the suitable method to help students study effectively and apply on the future jobs flexibly Within the limitation of time and knowledge, it is too ambitious to touch on all features of the whole ESP text book in Department of Mineral resources, but only Lexical Cohesion in some remarkable documents after giving away the overview of ESP, EG, Cohesion and Coherence Scope of the study Due to the limited time and scope of a minor M.A thesis, this study only analyzes Lexical Cohesive Devices in some texts from the ESP textbook in DMR, FG of UMG Therefore, it is reasonable to cover only enough number of typical texts to make the study reliable In order to be reliable, two survey questionnaires were handed out to five English teachers and fifty forth year students studying in DMR, FG of UMG Aims of the study The aims of this study are to work out the following features: Overview of the ESP and EG Clarification of Cohesion and Coherence Main types of Cohesion Analysis in “ESP textbook in department of mineral resources” Statistics of questionnaires to work out the findings Problems in teaching and studying EG based on the findings Implications for teaching EG effectively and some suggestions for further study Methods of the study In order to catch up with the targets of this study, it is indispensable to apply the appropriate methods which are both qualitative and quantitative approaches To the detail, the methods of description, statistics and analysis are applied flexibly by handing out the survey questionnaires, analyzing them and collecting the data from both nine typical texts and two survey questionnaires In this study, with a view to examine the material currently used at DMR, FG of UMG in relation to the course requirements, much attention is paid to the analysis of the syllabus and the material itself These analyses were based on Hutchinson and Waters‟ -2- -3criteria on material evaluation (1987) and Halliday and Hasan‟s features on lexical cohesive devices used in material Design of the study This study is divided into three main parts: Part A: Introduction The first part mentions the rationale, aims, scope, methods and design of the study Part B: Development This part also consists of three smaller parts which are labeled by each chapter Chapter goes over the theoretical background of the research containing two significant terms: (1) Overview of ESP and EG (2) Cohesion and Coherence Chapter puts across lexical cohesive devices in the chosen texts of EG from the ESP textbook at Department of Mineral Resources, Faculty of Geology, University of Mining & Geology Chapter indicates some major findings of studying EG and suggests some meaningful implications to reform teaching and studying ESP, especially EG more effectively Part C: Conclusion The last part shows the summary and touches on the further study Part B: Development Chapter 1: theoretical background This chapter sets out in detail all the knowledge which is foundational to the whole work related to the title consisting of concepts of ESP, EG, cohesion, coherence, lexical cohesive devices 1.1 Background knowledge of English for specific purposes (ESP) 1.1.1 Concept of ESP and its characteristics There are many ways to give the definition of ESP according to many differnet linguists, however, this study mentions only some typical definitions to clarify the term -3- -4“English for specific purposes is a term that refers to teaching or studying English for a particular career (like law, medicine) or for business in general.“ (International Teacher Training Organization, 2005) There is a specific reason for which English is learned Pauline C Robinson (1989) describes ESP as a type of ELT (English Language Teaching) and defines it as: “Goal-oriented language learning.“ (Robinson, Pauline C., ed Hywel Coleman, 1989, p 398) that means student has a specific goal that is going to be attained The origin of ESP and its development is closely linked with learners´ interest in various specific disciplines e.g ´Law English´, ´English for Hotel Industry´ or ´English for Tourist Management´ Students learn English for a specific purpose, represented by studying subject matter, to gain and develop appropriate knowledge and skills through English That is why English language is not seen as the main goal in the process of learning, but rather a vehicle for its acquirement “Students study ESP not because they are interested in the English language as such but because they have to perform a task in English Their command of the English language must be such that they can reach a satisfactory level in their specialist subject studies (Robinson, Pauline C., ed Hywel Coleman, 1989, p 396) The fact that “learners know specifically why they are learning a language” (Hutchinson and Waters, 1992, p 6) is a great advantage on both sides of the process The group of ESP learners is going to achieve the same goal in the field of studying branch, so learners´ motivation, in a form of the same aim, enables teacher to meet learners´ needs and expectations easier Learners and their ways of learning (´acquiring language´) are considered to be the main factors in the whole process Hutchinson and Waters (1992) emphasize ESP to be an approach not product that means language learning not language use is highlighted They draw the attention to a ´learning-centered approach´ “in which all decisions as to content and method are based on the learner‟s reason for learning” (Hutchinson and Waters, 1992, p 19) Tony Dudley-Evans and Maggie Jo St John (1998) divided characteristic features of ESP in two groups according to their ´absolute´ and ´variable´ attributes Concerning the absolute characteristics (according to Dudley-Evans and St John):  ESP is defined to meet specific needs of the learner  ESP makes use of the underlying methodology and activities of the discipline it serves -4- -5 ESP is centered on the language (grammar, lexis, register), skills, discourse and genres appropriate to these activities The variable characteristics are seen in five points:  ESP may be related to or designed for specific disciplines  ESP may use, in specific teaching situations, a different methodology from that of general English  ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation  ESP is generally designed for intermediate or advanced students  Most ESP courses assume some basic knowledge of the language system, but it can be used with beginners (Dudley-Evans, 1998) Hutchinson and Waters (1992) not emphasize any concrete limits of students´ level or age, they emphasize learners´ individual needs and specialist knowledge of using English for specific purposes Although there exist several aims and different purposes why learning English, the way of learning may be same “Though the content of learning may vary there is no reason to suppose that the processes of learning should be any different for the ESP learner than for the General English learner” (Hutchinson and Waters, 1992, p 18) They add that ESP methodology “could just as well have been used in the learning of any kind of English” (Hutchinson and Waters, 1992, p 18) 1.1.2 English for geology (EG) Geology is the study of the planet Earth-the materials of which it is made, the processes that act on these materials, the products formed and the history of the Planet and its life forms since its origin Geology considers the physical forcer that act on the Earth, chemistry of its constituent materials, and the biology of its past inhabitance as revealed by fossils (as cited in the ESP textbook at Department of Mineral Resources, Faculty of Geology, University of Mining & Geology) 1.2 Cohesion and Coherence It is advisable to distinguish cohesion and coherence because they are still confused by many people Therefore, this part will provide the concept of cohesion with its types and the distintion between cohesion and coherence 1.2.1 Concept of cohesion -5- - 36 Conclusion Unlike other fields of ESP, EG is always the real information which is useful and interesting to people especially to geological scientists However, EG seems to be difficult for most students to understand absolutely It challenges teachers to find the most suitable way to teach EG well and students to seek the most effective way to study EG Actually, the problems of teaching and studying EG that make students bored with learning EG can be eliminated It will, however, take time, money, and a combined effort on the part of many people consisting of teachers, students, and designers of the textbook It is the reason why this minor thesis is done with expectation that the author can give contribution to - Provide an overview of lexical cohesive devices with their usage in the EG texts, and theory of both ESP and EG Then teachers can pick up some appropriate to teach well and students can be aware of them and eager to learn EG - Analyse LCD to point out the most important devices in texts which play a vital role in making texts coherence, it is said that Repetition and Collocation are two most used devices in the lexical cohesion Based on these devices, teachers apply them as tools to teach EG more effectively, otherwise, students recognize what to focus on and feel studying EG easier - Show some typical difficulties that teachers and students have to encounter and suggest some useful ways in both teaching and studying with the hope that they will overcome and choose the better ways to follow As a result, teachers, certainly, teach better and better, while students study more and more interestedly even more and more effectively With the best effort, the author hopes that both teachers and students in FG at UMG will enjoy their lectures, achieve their targets and love EG Suggestions for further study Due to the limitation of time and the scope of the thesis, it is too ambitious to touch on all the issues involving the field of cohesion If there is more opportunity to investigate this research, the researcher is sure that other types of cohesion and wider topic of EG which are also interesting and meaningful will be mentioned In the term of this thesis, which is linguistic but ESP especially EG, it is not wise to go into the detail of all supplementary factors such as images, pictures, figures and vocabulary - 36 - - 37 On the study, when analyzing the text, the author deeply appreciates the figures which play an important role to illustrate features of Geology They are not only informative but also useful to readers Especially, to the non-major English students, figures usually help them understand the content of texts when they encounter some difficult vocabulary I have tried my utmost to fulfil this thesis to get the best outcome, however, because of the limited time and knowledge, mistakes and limitations are unavoidable So every comment and suggestion would be strongly welcome to make my work better and better - 37 - - 38 References - Brown, G and Yule, G.(1983) Discourse Analysis Cambridge: Cambridge University Press - Dudley-Evans & Maggie Jo St John (1998), Developments in English for Specific Purposes, A Multi-Disciplinary Approach Cambridge University Press - Evelyn Hatch, (1992) Discourse and Language Education Cambrigde University Press - Halliday, M A K (1994) An Introduction to Functional Grammar Second Edition London: Edward Arnold - Halliday & Hasan (1976) Cohesion in English Longman London & Newyork - Hill J & Lewis M (1997) LTP Dictionary of Selected Collocations Longman - Hoey, M P 1983 On the surface of discourse London: Allen and Unwin - Hoey, M P 1991 Patterns of lexis in text Oxford: Oxford University Press - Hutchinson T & Alan Waters (1987) English for Specific Purposes, A Learningcentered Approach, Cambridge University Press - Jef Verschueren, (1999) Understanding Pragmatics A member of the Hodder Headline Group London Newyork Sydney Auckland - Kilborn, Judith & Kriei, Nathan (1999) Cohesion: Using repetition and reference Words to emphasize Key Ideas in Your Writing - Levis, M (1980) The Lexical Approach Language Teaching Publication - Mona Baker, (1992) In other words London & Newyork - Morris, J (1988) Lexical cohesion, the thesaurus, and the structure of text Technical Report 219 University of Toronto, Toronto - Nguyen, H (2000) An introduction to discourse analysis Hanoi: Vietnam National University Publishing House - Nunan, D (1993) Introducing discourse analysis London: Penguin English - Palmer J.C, Coherence and Cohesion in the English Language Classroom: the Use of Lexical Reiteration and Pronominalisation, 1983 - Paltridge, B (2006) Discourse analysis: An introduction London, New York: Continuum - 38 - - 39 - Robinson, Pauline C, ed Hywel Coleman Working with Language: A Multidisciplinary, 1989 - Steve Kahl , JoAnne Yates(2009), Concept Creation, Coherence, and Cohesion - Thompson, G (1999) Introducing Fuctional Grammar London: Edward Arnold - Thornbury, S.(n d.) Methodology: Coherence and cohesion Retrieved from http://www.onestopenglish.com/support/ask-the-experts/methodologyquestions/methodology-coherence-and-cohesion/154867.article - Tran, Binh Chu (2002) Textbook: Geology in English - Ulla Cornor (1996) Contrastive Rhetoric: Cross-Cultural Aspects of SecondLanguage Writing - Yitzhaki, D (n.d.) Artificial lexical cohesion: Lexical cohesion in man-machine interaction Retrieved from http://www.docstoc.com/docs/47373211/Artificial-LexicalCohesion-Lexical-Cohesion-in-Man-Machine - 39 - I APPENDIX Questionnaire for the teachers of EG in Faculty of Geology (FG) at UMG The target of this questionnaire is to work out the problems that a teacher of in FG at UMG has to encounter in teaching EG I would appreciate your support by filling out this questionnaire Please tick where appropriate Why have you been a teacher of EG? a Be appointed b Be English teacher before c Be a teacher of Geology before d Be interested in and want to be The indidpensable feature of EG focuses on: a Grammar b Lexis c Main content/topic d Logic What is your most focus on each unit of EG? a Key vocabularies and terminologies b Main points in each unit c Grammar d Interesting information When you explain vocabularies and terminologies? a Before coming into the texts b while reading texts c After reading texts d Whenever students ask to How you clarify vocabularies and terminologies? a Translate into Vietnamese b Demonstrate by synonyms/antonyms c Give definition in English d Give the sentence/context to guess What is the role of lexical cohesive devices in EG materials? a Very important to help students understand b Not much important, students can understand the texts with them or not c Students cannot figure out lexical cohesive devices d Quite not important What kind of lexical cohesive device you meet most in texts? (1-5 as most to least) II a Repetition b Synonyms c Antonyms d Super-ordinate e Collocations Which one is the most difficult to recognize in texts? (1-5 as most difficult to easiest) a Repetition b Synonyms c Antonyms d Super-ordinate What you wish your students to after EG course? a Remember key vocabularies and terminologies well b Catch up with all main points c Translate into Vietnamese and return flexibly d Apply the knowledge in their future work 10 What you find difficulty in teaching EG? a You have not got enough background knowledge of this field b Vocabularies and terminologies are difficult to understand c Content of texts is complicated to work out d Vocabularies and terminologies are difficult to explain e You lack experiences in teaching this field f You have not found the suitable way to teach EG effectively Thank you for your support! e Collocations III APPENDIX (Questionnaire for students in FG at UMG) Mục đích phiếu điều tra tìm hiểu tình hình học Tiếng Anh Chuyên Ngành sinh viên ngành Địa Chất, đặc biệt vai trò Liên Kết Từ Vựng Giáo Trình khó khăn thường thấy trình học Câu trả lời đầy đủ trung thực bạn sinh viên nguồn đóng góp số gợi ý ‎ iá trị giúp cho việc dạy g học Tiếng Anh Chuyên Ngành nói chung Tiếng Anh Địa Chất nói riêng trở nên hiệu Theo bạn, Tiếng Anh Chun Ngành (TACN) đóng vai trị: a Rất quan trọng cho công việc tương lai b Môn học bắt buộc c Môn học tham khảo them d Không quan trọng a b c d a b c d a b c d e a b c d a b c d TACN Địa Chất có đặc điểm bản: Tập trung vào ngữ pháp cấu trúc câu Tập trung vào từ vựng thuật ngữ chuyên ngành Tập trung vào ‎chính chủ đề Sự liên hệ gắn kết Khi học TACN, bạn trọng vào: Từ vựng thuật ngữ chuyên ngành Ngữ pháp câu trúc câu Các ‎ý‎chính đọc nội dung tổng quát Nội dung thông tin hay Bạn thường học từ vựng thuật ngữ chuyên ngành Trước học khóa Trong q trình học Sau học Khi ơn lại cũ với tập Chỉ nhớ ‎ý‎chính Bạn biết nghĩa từ vựng thuật ngữ chuyên ngành cách: Dựa vào câu / ngữ cảnh Tra từ điển Nhớ qua từ đồng nghĩa/ trái nghĩa quen thuộc Nhớ nghĩa dịch tiếng Việt Vai trò liên kết từ vựng việc hiểu nội dung TACN: Nhất thiết phải có Khơng cần đến Một phần nhỏ Khơng liên kết từ vựng Loại liên kết từ vựng khó nhận biết nhất?(1-5 từ khó đến dễ) IV a Sự lặp lại b.Từ đồng nghĩa c Từ trái nghĩa d Từ liên quan Trong giáo trình TACN Địa Chất, liên kết từ vựng xuất hiện: a Liên tục b Có khơng nhiều c Khơng có d Chỉ có vài loại e Khơng rõ Mục tiêu học TACN? a Nắm thuật ngữ chuyên ngành b Nắm nội dung c Dịch văn TACN Địa Chất d Áp dụng kiến thức vào công việc tương lai e Thi qua mơn học 10 Khó khăn gặp phải học TACN? a Nhiều thuật ngữ chuyên ngành khó b Thiếu kiến thức tổng quát c Quá khó để hiểu nội dung d Hạn chế kiến thức tiếng Anh e Chưa tìm cách học hiệu Cảm ơn giúp đỡ bạn! e Từ ghép V APPENDIX (Some suggested exercises which can be used in the text as a sample) Exercise 1: Read the texts, find out repetitions which are key words, then write a sentence to summarize the content of the whole text including these important repetitions List of Repetitions found in the text: Weathering 23 rocks solution Geologists processes /process chemical mantle Earth profile surface latitudes important alteration climate however 3 pedologists mineral 10 deposits zone parent rock geographers phases saprolite strong speed higher layers agronomists Look at the table of the list of repetition, students can pick up some of them which are important like: Weathering 23 processes /process climate mineral 10 Earth 4 => WEATHERING AS A PROCESS FORMING minerals happens mainly on the surface of the Earth related to climate including some main types such as Chemical weathering and Mechanical weathering Exercise 2: Show a list of collocations, find which collocations occur in the paragrph to fill in the blanks List of collocation: Geologists, biological, layers,atmosphere, mineral phases, surface, abundance, alteration Chemical weathering is the process by which atmospheric, hydrosphric and (1)……… agencies act upon and react with the mineral constituents of rock within the zone of the (2)…………, producing relatively more stable, new mineral phases (after Reiche and Loughan) It can be considered as a re-equilibration of the(3)………… of rocks with P and T as reigning at the (4)…………, and an (5)………… of water, CO2 and organic Collocations used in the text: Biological, atmosphere, mineral phases, surface, abundance Fill collocations in the blanks: Chemical weathering is the process by which atmospheric, hydrosphric and (1)biological agencies act upon and react with the mineral constituents of rock within the zone of the (2)atmosphere, producing relatively more stable, new mineral phases (after VI Reiche and Loughan) It can be considered as a re-equilibration of the (3)mineral phases of rocks with P and T as reigning at the (4)surface, and an (5)abundance of water, CO2 and organic Exercise Show some forms of groups of super-ordinates Read the text and complete them scientists geologists, …………., pedologists, ………… deposits …………., sand and ………… ………… water, CO2 and ………… parent rock parent rock upward, …………., structure saprolite, …………., accumulation zone, and ………… ………… solution, ………… and precipitation minerals zircon, …………., chromite, ………… The answer: scientists geologists, geographers, pedologists, agronomists deposits clay, sand and gravel mineral phases water, CO2 and organic parent rock parent rock upward, rotten rock, structure saprolite, unstructured saprolite, accumulation zone, and residual soil processes solution, formation and precipitation minerals zircon, rutile, chromite, diamond Exercise 4: Read the text and find synonyms of these words: Words Synonyms troublesome usually largest top structures constituents considerably related to contains very(much) The answer: Words Synonyms VII troublesome untrustworthy usually often largest greatest top greatest structures forms constituents decomposition considerably relatively related to involved contains includes very(much) highly Exercise 5: Read the text and find the antonyms: Words Antonyms seldom seldom includes higher The answer: seldom usually seldom often includes excluding higher lower Exercise 6: Read the text and answer these following questions: How Geologists usually work? What Civil engineers have most contact with? What have been formed or concentrated in the weathering zone? What will higher amnient temperatures in lower latitudes considerably increase? What are many of the related mineral deposits? The answers: Geologists usually work from the hard earth’s core towards the surface and stop at the first signs of weathering, geographers study the surface forms and there origin Civil engineers have most contact with the weathering mantle Iron, maganese and aluminium deposits and much of the copper, nickle and tin used in industry, have been formed or concentrated in the weathering zone Higher amnient temperatures in lower latitudes will considerably increase the speed of the chemical weathering processes VIII Many of the related mineral deposits are polyphase Exercise 7: Decide if these statesments are true or false: Weathering is the branch of the Earth Sciences Pedologists and agronomists usually reach deeper than the first few metres Weathering as a zone and the weathering mantle as a process in the earth Iron, maganese and aluminium deposits and much of the copper, nickle and tin used in industry, have been formed or concentrated in the weathering zone Weathering is the surface and sub-surface process of physical disintergration and chemical decomposition of rock that produces an in-situmantle of waste Weathering processes are very much climate related: in the higher latitudes and in deserts mechanical weathering predominates Higher amnient temperatures in lower latitudes will considerably increase the speed of the chemical weathering processes The processes involved are inprecisely known solution, formation and precipitation of old minerals, and transport of matter in watery solutions The answer: Weathering is the step-child of the Earth Sciences.T Fedologists and agronomists seldom reach deeper than the first few metres.F Weathering as a process and the weathering mantle as a zone in the earth.F Iron, maganese and aluminium deposits and much of the copper, nickle and tin used in industry, have been formed or concentrated in the weathering zone.T Weathering is the surface and near-surface process of physical disintergration and chemical decomposition of rock that produces an in-situmantle of waste.F Weathering processes are very much climate related: in the higher latitudes and in deserts mechanical weathering predominates.T Higher amnient temperatures in lower latitudes will considerably increase the speed of the chemical weathering processes.T The processes involved are inprecisely known solution, formation and precipitation of new minerals, and transport of matter in watery solutions.F Exercise 8: Choose the best answer: Weathering is exploited by… a geologists b geographers c pedologists d agronomists Who seldom reach deeper than the firsts few metres? a pedologists and agronomists b agronomists and geographers c geographers and geologists d geologists and pedologists Weathering as a …… and the weathering mantle as a ……… in the earth IX a zone …material b factor…zone c process … zone d process…factor The important deposits of industrial minerals and rocks are except… a Gravel b Soil c Sand d Clay Higher amnient temperatures in lower latitudes will considerably increase the speed of the chemical weathering processes a decrease b keep c increase d control many of the related mineral deposits are……… a polyphase b mineral phase c biological phase d watery phase The answer: 1d; 2a; 3c; 4b ; 5c; 6a X APPENDIX Text 7: WEATHERING AS AN ORE FORMING PROCESS(P66) Weathering is the step-child of the Earth Sciences It is negnected by geologists, misunderstood by geographers, misused by pedologists and exploited by agronomists Geologists usually work from the hard earth’s core towards the surface and stop at the first signs of weathering, geographers study the surface forms and there origin but too often forthe to look at the underlying rocks, pedologists and agronomists seldom reach deeper than the firsts few metres Civil engineers have most contact with the weathering mantle, that troublesome and untrustworthy but ubiquitous layer between surface and good strong footing for their structures and buildings Still, weathering as a process and the weathering mantle as a zone in the earth crust are greatest importance to human society and life: it is not only base of most of our food requirements, it also contains the largest and economically lost important deposits of industrial minerals and rocks such as clay, sand and gravel Furthermore, iron, maganese and aluminium deposits and much of the copper, nickle and tin used in industry, have been formed or concentrated in the weathering zone Weathering is the surface and near-surface process of physical disintergration and chemical decomposition of rock that produces an in-situmantle of waste It is synomous with supergene alteration, specifically excluding alteration through the action of hydrothermal solutions Chemical weathering is the process by which atmospheric, hydrosphric and biological agencies act upon and react with the mineral constituents of rock within the zone of the atmosphere, producing relatively more stable, new mineral phases (after Reiche and Loughan) It can be considered as a re-equilibration of the mineral phases of rocks with P and T as reigning at the surface, and an abundance of water, CO2 and organic Mechanical weathering includes the destructive processes of temperature, pressure release following denudation, frost action in rock fissures, water and saline solutions in fissure and intra-crystalline pores, etc Weathering processes are very much climate related: in the higher latitudes and in deserts mechanical weathering predominates, while in lower latitudes in particular in the more humid and warm regions-chemical weathering determines the face of the earth Also, higher amnient temperatures in lower latitudes will considerably increase the speed of the chemical weathering processes XI Chemical weathering is most important for the formation of a number of mineral deposits Under average condition in a humid and warm climate and on an intermediate to acidic country rock ( In this context called “parent rock”) a saprolitic weathering mantle is formed composed of, from the parent rock upward, rotten rock, structure saprolite, unstructured saprolite, accumulation zone, and residual soil The processes involved are inprecisely known solution, formation and precipitation of new minerals, and transport of matter in watery solutions Not all minerals are, however, readily destructed by chemical weathering: the more weathering-resistant minerals are residually accumulated in the top layers of the weathering profile Roughly, the weatherability of the common rock forming minerals is related to the Bowen order of crystallization: the earlier the mineral is formed the more readily it is attacked by weathering Notem however, that many early crystallizing accessory minerals are highly weathering-resistant: zircon, rutile, chromite, diamond,ete The speed of the weathering processes is known, but as climate is important, it can be deduced that during the Cainozoic, with its even more frequent and stronger changes in climate (ice ages!), strong weathering and strong mechanical erosion and denudation must have alternated As a result, many of the related mineral deposits are polyphase ... study of the planet Earth -the materials of which it is made, the processes that act on these materials, the products formed and the history of the Planet and its life forms since its origin Geology. .. Halliday and Hasan‟s model, covers any instance which involves a pair of lexical items that are associated with each other in the language in some ways Halliday and Hassan offer the following types of. .. certain that one thing cannot neglect is pointing out the coherence through the cohesive devices including lexical one in the texts 3.1.2 Lexical cohesion used in EG texts The previous analysis indicates